Viewing posts tagged ICT

Five predictions for 2008 and more

Education Futures is back from winter break! Regular postings will now resume.


Photo by darkmatter

Looking forward to the rest of this year, here are my predictions of the big stories in the global education world for 2008:

  1. Largely driven by the moderate success of OLPC, Linux will emerge as the platform of choice for K-12 technology leaders. The OLPC will demonstrate that not only is Linux different, but it can also be used to do new and different things. Instead of using new technologies to teach the same old curricula, new technologies will be used to teach new things.
  2. Web 2.0 will continue to democratize the globalization of higher education as more students and professors embrace open communications platforms. This means university administrations will have a harder time “owning” their global agendas.
  3. Because of the influences of #1 and #2, education-oriented open source development will boom.
  4. Chinese orientations toward the rest of the planet will change during the 2008 Olympics in Beijing. The Chinese widely view that the award to host the Olympics is a sign that their country is progressing positively –and of international acceptance. During the Olympics, however, much of the international attention will focus on revisiting the Tienanmen Square Massacre, the government’s treatment of political prisoners, the annexation of Tibet, the mainland’s relations with Taiwan, catastrophic ecological destruction throughout China, and many more sensitive topics. Unless if the Chinese can distract the world with Olympian splendor, they will have to endure international condemnation. What will this do to the millions of Chinese school kids who were drafted into generating national spirit under the false assumption that the world thinks China is doing a great job? Will China reorient its education system away from the West?
  5. India’s the place to be. As more U.S. companies quietly continue to offshore their creative work to India, India’s knowledge economy will boom. The world will take notice of this in 2008.

Here are predictions for 2008 from elsewhere:


Business and Economy


Media and Technology

Leapfrog Ecuador!

I’m back from a week in Ecuador, where I participated in a conference hosted in the Faculty of Latin American Social Sciences (FLACSO), and delivered two invited lectures. At FLACSO, I discussed the co-seminar conducted by myself and Dr. Arthur Harkins at the University of Minnesota, in cooperation with FLACSO-México (lead by Dr. Cristóbal Cobo).

On Monday, Cobo and I visited the Universidad San Francisco de Quito, and presented to a group of about 150 students and faculty. Cobo discussed his new book, Planeta Web 2.0, and I followed-up with a presentation on the collaboration between UMN-FLACSO, with a focus on our co-seminar model.

On Tuesday, Cobo and I presented the co-seminar model, our joint course, lessons learned, and future prospects at the FLACSO 50th Anniversary conference. Much of the discussion with the audience was centered on the future of education. Dr. Eduardo Ibarra (from UAM-Cuajimalpa) commented on the need for post-disciplinary learning (the dynamic creation of new disciplines, often at the personal level), beyond the transdisciplinary scope that we presented. (That’s Leapfrog thinking!) Eduardo will host a conference on imagining futures for Mexican universities in 2030 in early December. I will participate there, so we will have a lot to talk about!

“Version 2.0” of the seminar will commence in January. This time, in addition to FLACSO-México, FLACSO-Ecuador and FLACSO-Chile may also join. Following a Skype conference with Ismael Peña-López (of ICTlogy), it’s possible that Ph.D. students at UOC in Barcelona will participate as well. So, it is conceivable the co-seminar may be conducted in three languages: English, Spanish and Catalan.

Wednesday involved an early morning flight to the Universidad Técnica Particular de Loja (UTPL) in Southern Ecuador. The school has 23,000 students, of which 20,000 are distance learners. Cobo and I toured the campus, met with leaders of the central administration and research centers, and delivered lectures to about 250 students and faculty. Cobo again discussed Planeta Web 2.0, but also focused on “so what?” questions regarding his book. I discussed the New Paradigm and the Leapfrog Principle. Together, we highlighted how accelerating change is transforming everything in society, and the students presented cheered at several of the leapfrog-enabling technologies on the horizon.

A few audience members posted their reactions to our lectures:

(In two of the above posts, I am incorrectly noted as a co-author of Planeta Web 2.0. That’s not true! It’s written by Cristóbal Cobo and Hugo Pardo. Also, a statement I made was misinterpreted. To correct the record, I stated that U.S. universities are now only discussing incorporating Web 2.0 technologies into their schools; whereas Loja is already adopting their use in the curriculum.)

An interesting aspect of UTPL is that its students and recent graduates run its research centers, and that the university is providing spaces for student-run “skunk works.” In addition to providing facilities, UTPL provides these entrepreneurial students with business and legal advice for forming successful ventures in Ecuador. Their hope is to create a new Silicon Valley in the Loja Valley. I found this focus on youth empowerment to be enlightening.

Wednesday afternoon focused on conversations with UTPL leaders on “what’s next.” More on that will emerge over the next few months… stay tuned!

Some great ICT for Development (ICT4D) Resources

I thought I would share some of the great ICT4D resources. Happy reading!

Linux made compulsory in India

For a moment, consider the scale of education in India. Then, read this article:

The Director of Public Instruction (DPI) has issued orders making free software compulsory. It says Linux Operating System should be used for IT education in eighth, ninth and tenth standards.

tux.gifThis is huge for a huge country making a huge investment in IT. Big stuff.

I offer a question for discussion: When free software becomes mandatory, is it still what GNU founder Richard Stallman would term “free as in freedom?”

Games in the Classroom 6: cultural modeling and education beyond abstraction

Do kids just naturally get it? Are they just good at games, computers, phones, and all things digital?

My experience and common sense says no, although I wish it were a general truth.

Do kids need to learn about games in school?

Yes, if we want to guide them in optimal usage, and maybe learn something from them.

This post looks at formal and informal learning and begins to make connections between what is done in school: formal learning and what is done out of school: informal. The importance of this inquiry is to look at how we can recruit these informal processes to create leverage and development in formal learning situations. What is generally true for informal learning is that the learners are learning spontaneously and then moving to the next experience. This spontaneous learning is often thought to be tacit, or below the conscious awareness. One may be able to do a thing, but may not be able to describe the process they created, much less know a name for it. Conversely, in classroom, or formal learning experiences, we hope that students are being guided through learning experiences with structured reflection to give the process and elements of the process a formal name: like reading is a process.

There are four pieces to this post:

  1. Are the kids just born with gaming skills?
  2. Should we teach with them? Games as embodied informal models of scientific reasoning and the role of play.
  3. Why we should recruit culturally relevant knowledge like games and other out of school experiences?
  4. What happens when we honor the culture, language, and experience outside of the classroom by bringing it into the classroom to connect with formal academic culture, language, and experience?
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Games in the Classroom 5: embodiment, context, complexity, good assessment, measurement, and relevance

What was presented yesterday is how to embody and teach a lesson on Voice.

Trying to teach voice sounds pretty boring, especially when you tell them excitedly in your teacher nerd-talk that “you’ll like it, it’s fun! We’ll look at poetry and other fiction and examine tone, emphasis, word choice, syntax, volume, and all the things that make a great reading. Just think, diction is slang! We’ll study that too!”


If they don’t heckle me for saying something like that, they should.

Now what happens when we embody that lesson in something that it is kind of fun and exciting?

Let’s try another voice:

How about cutting some tracks on garage band? You are going to do the voice on the song. Then we’ll put some music and a beat behind it.

What are you going to call your act? Are you going to be yourself, or make a character? What is their sound?

What are you going to rap about? How about this? Or maybe you can try rapping some one else’s words.

Well, we better think of a logo and begin to think about how we are going to promote you. Who do you like?

Okay, let’s think about doing a video, the cover art, and do some press kits and take some glam shots.

You are going to take on a couple of roles: the talent, the publicist, designer, the manager, the producer.

Will you want to do a clothing line?

So what happens when we try out a high interest activity?

How about engaging the imagination to make something real?

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Games in the Classroom Part 4

Games as Expert Systems

It seems like common sense to assume that the best way to learn something is to work one-on-one with an expert. Unfortunately, many of these experts are busy using their expertise in important projects at the Louvre, saving lives, winning Nobel prizes, and putting out fires—and sometimes a great expert is not a great teacher!

Teachers have many specialties and interests, but are often not experienced with having been a physicist, psychiatrist, police officer, or an engineer. But they do have expertise in the developmental issues of children; they know how to build relationships, can motivate and engage, and know how to structure learning environments. These are key attributes if you are going to create a learning outcome with a stranger– unless you are paying them!

Many teachers believe that if they were able to work with just a few kids over a long period of time, they could create significant growth. Just imagine working with 32 students over a 55 minute period – how much time would you have with each student if they started and ended when the bell rang?

So what would happen if you to design a computer game based upon teachers’ knowledge of pedagogy and childhood development, with a designers ability to portray and depict complex ideas, a computer programmers ability to design a system, an assessment experts ability to create measure outcomes and performance, and that subject matter experts knowledge?

Perhaps you would have a game. . . A game that could work as an expert system to teach.

Here is one about the brain called Neuromatrix! A secret agent fixing brains. Sounds cool.

How about nano-technology?

Business Week just published a story related to their special report on gaming on theNanoScale game, which helps players visualize and understand thespatial relationships between objects at all scales, starting with a tiny blue hydrogen atom, shown here next to a buckyball (the name of amolecule of carbon atoms arranged in a pattern of hexagons andpentagons) and a colorful strand of DNA.

This is not the first serious game. Serious games and games in general, according to David Perry at Business Week:

Now games are a legitimate academic subject, with many university courses around the world offering degrees in video game design and development. And many game designers and researchers are seeing how games influence cognitive and other skills. This summer, the MacArthur Foundation board announced it will give a $1.1 million grant to fund the Institute of Play, a new middle/high school in New York City focused on making video games. Why? The foundation has found that games are an effective tool to teach information management and other critical skills.

So are we going to begin to make this happen in our own schools and universities? It seems odd that we would ignore this trend. Training and retaining people is the one of the most expensive things we do. In addition, when we lose young people in schools, it costs us more. So what can we do to retain our students?

It is my contention that many young people have checked out. Do they know what skills they will need for the work place? Maybe they see through our worksheets and have found us to be irrelevant, or are they tired of the point-and-talk teaching model that informs the work they do in their tidy rows of desks?

One of the current issues that may need to be addressed is how we bring in the new skills and interests to an older generation who do not know what a Super Monkey Ball is, or even Madden 2008.

In respect of this, I have begun to create a wiki resource for educators who would like to explore video games as a classroom topic. This wiki has been co-created by teachers who took the class “video games as learning tools”, taught at the University of Minnesota.

In this class, we are exploring games for use in the classroom. If you are interested in looking at the syllabus and the activities, as well as finding resources and student reflections on the readings, please go to

This wiki was created to be a resource for teachers to have structure in the course, but to also co-create the course. Included are the lesson/unit plans I used to create a 6 week unit for middle school and high school students at the Minneapolis Public Schools. The role of the wiki was to create a communal platform where students in the class could have choice in creating content, process, and outcomes in the course. They were course designers too. This co-creation is a powerful method for teaching, and wikis can support it.

The class itself was not a glorification of video games. It was a practical look at how games can be integrated into the classroom as tools as well and models for designing instruction. Since games are representations of ideas, worlds, concepts, and life, we can have them stand as metaphor to embody any process experientially.

Playing games may not be as rich an experience as taking the kids to the Grand Canyon, but, a game about the Grand Canyon can give you the chance to walk around a well-modeled representation, and maybe even give opportunities being there couldn’t. How about the possibility of flying above the canyon, and then landing and kayaking the Colorado River? All of this could be done with games and interactive story telling technology. You could definitely see it all faster in a game.

Also, games can supply us with efficacious design elements. How about this game I designed for developing performance reading? You become part of a music act and create your own image and work through Garage Band. Students take on the role of: the talent, the producer, the publicist, the manager, the designer and create their complete band package—including a MySpace page for networking and sharing your work. This game is simple role playing and use of readily available technology.

Many artists are being discovered through social networking tools. Why not have your students do it at their computer? Here is the slideshow that I presented at

Games structure interaction, they demand mastery, the performance is the assessment, and if they are well-designed, they are fun. Your lesson plans can be this way too. Why not offer work that is really fun and inspires play? It will change your teaching experience.

So this game is in the tradition of Guitar Hero & Karaoke. I call it found objects, because all the elements necessary come in many of the computers we currently purchase in schools. In this case, our school had imacs. Often as teachers, we do not have the resources to purchase some of the great games available, but we can use our eyes, ears, and creativity to use the design elements that some of the great games are built upon to build units that might be more fun, playful, and rewarding while building important competencies. I am hoping that teachers think about this and design units that allow them to participate rather than broadcast

The student basically designs a band franchise– producing an album using off the shelf Imacs and the iLife bundle of software. I looked around and Karaoke software can be just as effective if not more interesting for the fact that the lyrics can be created with it for performance and the creation of that lyric sheet represents an opportunity to think about how they might structure and format a song. We listen to a song to get the lyrics and discuss the qualities. These qualities are used to create a framework for voice and flow.

We have other mini-games in the unit like clapping academy, where we evaluate clapping and make a rubric. This act of co-creation instills buy-in and understanding by the students and is then extended when we co-create the rubrics for the songs and image elements.

The kids look for and create lyrics from poetry, prose, want ads– whatever—and read into garage band.

They record their chosen text, and then they comment on their performance reading. We use a fluency scale designed for continuous improvement that we co-create. It is meant as a model to create descriptions for different reading situations and what mastery may look, feel, and sound like with reading.

After they have talked about their track, they put music behind it, then reflecting upon why they mixed it the way they did.

This unit is intended to teach performance reading – beyond fluency, provide high interest activity, and integrate reflection on reading and emphasize comprehension through a discourse processing model and explore aspects like voice and other literary elements. The intention was to show that games that come prepackaged are great, but that teachers can design games that are effective and use existing technologies and software already available to teach traditional subjects that are relevant to current cultural values and interests.

Yes, it improved reading performance.

Games in the Classroom (part three)

Twenty years ago, playing games over a distance might have meant that you played turn-taking games like chess over email, and you were cutting edge. I remember people playing chess through snail mail! You would make your move and wait for a reply.

What is happening now is taking place in real-time in virtual environments that are interactive and look better than many films. Decisions, actions, and communications happen like they would in a face-to-face conversation, but they are done through a proxy, that is first and second-person perspectives with an avatar: a graphical representation of yourself in the game space.


Here is my avatar in Second Life.

He is a mix of Yoda, Pei Mei, Zatoichi, Master Po, and Real Ultimate Power. I would have liked to have made him old, but this is only possible if you learn to use some tools outside of the game to create more specialized characters. There are many who do this custom avatar creation, and the cool thing is that you could make your avatar something other than a person. Maybe a virus or a mailbox.

In fact, many people are already creating a comfortable living creating products for in game use. If you have not seen it yet, there are already success stories of people capitalizing on the new economies that virtual worlds have created.


In this Business Week article, one school teacher in Germany has made substantial gains flipping virtual property!

Imagine that you have the tools and access to build in these environments. In Second Life you do. You can visit models of the Sistine Chapel, Yankee Stadium, or even visit government agencies like the Center for Disease Control. You can build what you like on your virtual land.

What make this kind of play appealing is the ability to play and communicate when you want, and the possibility of meeting people from all over the planet. The prospect of building models and interacting in this environments should be very appealing to educators. This is an extension of the diorama. (Tomorrow I will talk about a project using these ideas in the classroom).

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Video Games in the Classroom (part two)

To do is to be

To be is to do

So Do We?

It is just good teaching

Games taught me that modeling environments and taking on the roles are powerful ways to teach and learn.

Piaget talked about roles as assimilation. You try on the role and see what part of the character is you.

Gibson talked about environment and context, with affordances and constraints. What the world gives you for advice, warning, limitation, and opportunity.

These ideas are present in embodiment and how we might contextualize our curriculum as an activity system.

One of the big lessons from games is design. Good learning is by design. A teacher, like a game designer creates the environment where we learn.

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